Payne in the Brain, Payne in the Asset: Integrating Models for Understanding and Best Practice Presented by Thomas J. Craney, Ed.D. Frederick County Public Schools Nationally Certified School Psychologist Licensed Clinical Professional Counselor PBIS Summer Conference 2005

A Framework for Understanding Poverty Poverty is relative Poverty occurs in all races Generational and situational poverty are different This work is based on patterns – all patterns have exceptions Schools operate from middle-class norms & values Individuals bring with them the hidden rules of the class in which they were raised

There are cultural differences in poverty We must neither excuse students nor scold them, we must teach them We must teach students that there are two sets of rules To move from poverty to middle class, one must give up (for a period of time) relationships for achievement – if you are not educated you don’t have a choice to move A Framework for Understanding Poverty

We don’t see things as they are, rather we see things as we are. - Unknown

Hidden Rules Among Classes PovertyMiddle ClassWealth PossessionsPeopleThingsOne-of-a-kind objects, legacies, pedigrees MoneyTo be usedTo be managedTo be conserved, invested PersonalityFor entertainment. Humor highly valued For acquisition and stability. Ach. highly valued For connections. Financial, political, and social connections highly valued Social Emphasis Social inclusion of people liked Emphasis on self- governance and self- sufficiency Emphasis is on social exclusion FoodHave enough?Did you like it?Presented well? Payne (1996)

PovertyMiddle ClassWealth ClothingIndividual style and expression Quality, label and acceptance into norm Designer, artistic sense and quality TimePresent most important. Decisions made for moment based on feelings or survival Future most important. Decisions made against future ramifications Traditions and history most important. Decisions made partially on basis of tradition and decorum. EducationValued and revered as abstract but not as reality Crucial for climbing success ladder and making money Necessary tradition for making and maintaining connections DestinyBelieves in fate. Cannot do much to mitigate chance Believes in choice. Can change future with good choices now Obligation of social position to behave nobly or kindly toward others Hidden Rules Among Classes Payne (1996)

PovertyMiddle ClassWealth LanguageCasual register. Language is about survival Formal register. Language is about negotiation Formal register. Language is about networking Family Structure Tends to be matriarchal Tends to be patriarchal Depends on who has the money World ViewSees world in terms of local setting Sees world in terms of national setting Sees world in terms of international view LoveLove and acceptance conditional, based on whether individual is liked Love and acceptance conditional and based largely on achievement Love and acceptance conditional and related to social standing and connections Driving Force Survival, relationships and entertainment Work, and achievement Financial, political and social connections HumorAbout people and sexAbout situationsAbout social faux pas Hidden Rules Among Classes Payne (1996)

Resources - Shades of Gray FinancialHaving the money to purchase goods and services EmotionalBeing able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and show itself in stamina, perseverance and choices MentalHaving the mental abilities and acquired skills (reading, writing, computing) to deal with daily life SpiritualBelieving in divine purpose and guidance PhysicalHaving physical health and mobility Support Systems Having friends, family, and backup resources available to access in times of need. These are external resources Relationships/ Role models Having frequent access to adults(s) who are appropriate, who are nurturing, and who don not engage in self-destructive behavior Knowledge of Hidden Rules Knowing the unspoken cues and habits of a group Payne (1996)

Hidden Rules of Poverty Noise level is higher Important information is given non-verbally Your value to your group is your ability to entertain You are not respected unless you are personally strong There is a wider range of behaviors that are acceptable

Registers of Language RegisterBrief Description of Register FrozenLanguage is always the same (i.e., Lord’s Prayer, etc.) FormalThe standard sentence syntax and word choice of work and school ConsultativeFormal register when used in conversation. Discourse patter not quite as direct as formal register CasualLanguage between friends and is characterized by a word vocabulary. Word choice not specific. Conversation dependent upon non-verbal assists. Sentence syntax often incomplete IntimateLanguage between lovers or twins. Language of sexual harassment Payne (1996)

Cognitive Strategies If you cannot…You cannot… Develop the ability to planPredict Identify cause and effect Identify consequences Control impulsivity Be successful within the bounds of the Middle Class Feuerstein (1980)

Missing Links: When Mediation Doesn’t Occur Mediated FocusingFocus attention and see objects in detail, not blurred or sweeping perceptions Mediated SchedulingBased on routine. Ability to schedule and plan ahead. Represent the future abstractly Mediation of Positive Anticipation Ability to control the present for a happy representation of the future Mediation of Inhibition and Control Ability to defer gratification, think before acting, control impulsiveness Mediated Representation of the Future Ability to represent a future scenario based on facts Mediation of Verbal Stimulation Use of precise language for defining and categorizing the environment Mediated PrecisionAbility to precisely define situations, things, people, etc., and use precise thinking for problem-solving Feuerstein (1980)

Behaviors Associated with Poverty Understanding BehaviorInterventions Laughs when disciplinedWay to save face in matriarchal poverty Help student learn more appropriate behavioral choices Argues loudly with the teacher Poverty is participatory and the culture has a distrust for authority Don’t argue. Model respect Angry responseAnger based on fear. What is being feared? Respond in an ADULT voice. Teach other responses Inappropriate or vulgar comments Over reliance on casual register. May not know formal register. Help student generate appropriate alternatives Physically fightsNecessary to survive in poverty. Language skills not conflict resolution oriented Stress unacceptability. Teach acceptable methods of conflict resolution Hands always on someone elseHeavy reliance on nonverbal communication and touch Find constructive uses for their hands Constantly talksPoverty is participatoryUse writing more for expression. Build in participatory activities Discipline and Poverty

Behaviors Associated with Poverty Understanding BehaviorInterventions Cannot follow directionsLittle use of procedural memory. Sequence not used or not valued Teach concrete methods of direction taking (notes). Practice self-talk Extremely disorganizedLack of planning, scheduling or prioritizing skills. Personal “space’ for belongings unavailable Teach simple organization skills and use them daily. Ask the student for their plan Only completed part of a taskLittle procedural self-talk. Does not see the “whole” task Teach students to write the steps down and use check off Disrespectful to teacherLack of respect for authority and the system. Fewer role models Stress unacceptability. Teach ADULT voice and word choice Harms other students, verbally/physically Habitual response pattern. Way of life. Buying space or distance Stress unacceptability. Help students develop alternatives Cheats or stealsWeak support system, role models and emotional resources Find out the reason. Help child develop better choices Discipline and Poverty

The Asset Approach Giving Kids What They Need to Succeed Research by Search Institute has identified 40 concrete, positive experiences and qualities - “developmental assets” that have a tremendous influence on young people’s lives. And they are things that people from all walks of life can help to nurture.

8 Categories of Developmental Assets EXTERNALEXTERNAL ASSETSASSETS I N T E R N A L ASSETSASSETS 1Support 2Empowerment 3Boundaries and Expectations 4Constructive Use of Time 5Commitment to Learning 6Positive Values 7Social Competencies 8Positive Identity

Four “External” Categories of Assets Support - Young people need to experience support, care, and love from their families and many others. They need organizations and institutions that provide positive, supportive environments. Empowerment - Young people need to be valued by their community and have opportunities to contribute to others. For this to occur, they must be safe and feel secure. Boundaries and Expectations - Young people need to know what is expected of them and whether activities and behaviors are “in bounds” or “out of bounds.” Constructive Use of Time - Young people need constructive, enriching opportunities for growth through creative activities, youth programs, congregational involvement, and quality time at home

Four “Internal” Categories of Assets Commitment to Learning - Young people need to develop a lifelong commitment to education and learning. Positive Values - Youth need to develop strong values that guide their choices Social Competencies - Young people need skills and competencies that equip them to make positive choices, to build relationships, and to succeed in life. Positive Identity - Young people need a strong sense of their own power, purpose, worth, and promise

Support Family Support - Family life provides high levels of love and support. Positive Family Communication - young person and her or his parent{s} communicate. Other Adult Relationships - Young person receives support from three or more non-parent adults. Caring Neighborhood - Young person experiences caring neighbors. Caring School Climate - School provides a caring, encouraging environment Parent Involvement in Schooling - Parent{s} are actively involved in helping young person succeed in school. .. .. .. .. .. ..

Empowerment Community Values Youth - Young person perceives that adults in the community value youth. Youth as Resources - Young people are given useful roles in the community. Service to Others - Young person serves in the community one hour or more per week. Safety - Young person feels safe at home, school, and i n the neighborhood. .

Boundaries & Expectations Family Boundaries - Family has clear rules and consequences, and monitors the young person’s whereabouts. School Boundaries - School provides clear rules and consequences. Neighborhood Boundaries - Neighbors take responsibility for monitoring young people’s behavior. Adult Role Models - Parent{s} and other adults model positive, responsible behavior. Positive Peer Influence - Young person’s best friends model responsible behavior. High Expectations - Both parent{s} and teachers encourage the young person to do well

Constructive Use of Time Creative Activities - Y oung person spends three or more hours per week in lessons or practice in music, theater, or other arts. Youth Programs - Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community. Religious Community - Young person spends one or more hours per week in activities in a religious institution. Time at Home - Young person is out with friends “with nothing special to do” two or fewer nights per week

Commitment to Learning Achievement Motivation - Y oung person is motivated to do well in school. School Engagement - Young person is actively engaged in learning. Homework - Young person reports doing at least one hour of homework every school day. Bonding to School - Young person cares about her or his school. Reading for Pleasure - Young person reads for pleasure three or more hours per week

Positive Values Caring - Young person places high value on helping other people. Equality and Social Justice - Young person places high value on promoting equality and reducing hunger and poverty. Integrity - Young person acts on convictions and stands up for her or his beliefs. Honesty - Young person “tells the truth, even when it is not easy.” Responsibility - Young person accepts and takes personal responsibility. Restraint - Young person believes it is important not to be sexually active or to use alcohol or other drugs

Social Competencies Planning and Decision Making - Young person knows how to plan ahead and make choices. Interpersonal Competence - Young person has empathy, sensitivity, and friendship skills. Cultural Competence - Young person has knowledge of, and comfort with, people of different cultural/racial/ethnic backgrounds. Resistance Skills - Young person can resist negative peer pressure and dangerous situations. Peaceful Conflict Resolution - Young person seeks to resolve conflict nonviolently

Positive Identity Personal Power - Young person feels she or he has control over “things that happen to me.” Self-Esteem - Young person reports having a high self- esteem. Sense of Purpose - Young person reports that “my life has a purpose.” Positive View of Personal Future - Young person is optimistic about her or his personal future

Six Keys to Asset Building Everyone Can Build Assets - Building assets requires consistent messages across a community. All adults, youth, and children play role. All Young People Need Assets - While it is crucial to pay special attention to those youth who have the least {economically or emotionally}, nearly all young people need more assets than they have. Relationships Are Key - Strong relationships between adults and young people, young people and their peers, and teenagers and children are central to asset building. Asset Building is an Ongoing Process - Building assets starts when a child is born and continues through high school and beyond continued...

Six Keys to Asset Building {cont’d.} Consistent Messages are Important - Young people need to receive consistent messages about what’s important and what’s expected from their families, school, communities, the media, and other sources. Intentional Redundancy is Important - Assets must be continually reinforced across the years and in all areas of a young person’s life

The Asset-Building Difference FROM…TO... Problem Focus Youth as Problems Reactive Blaming Professionals Crisis Management Competition Despair Positive Focus Youth as Resources Proactive Behavior Claiming Responsibility Everyone Vision Building Cooperation Hope

Nature vs. Nurture The developmental debate that focuses on the differences and importance of the biological contributions of genetics/heredity (Nature) versus the contributions of the environment and experience (Nurture).

Two Broad Stages of Brain Wiring Genetically Programmed No Experiences Required (NATURE) Environmentally Programmed Experiences Required (NURTURE)

Sensitive or Critical Periods The Windows of “Greatest Opportunity ” Motor DevelopmentPrenatal - 5 yrs. Emotional ControlBirth - 2 yrs. Visual SystemBirth - 2 yrs. Social AttachmentBirth - 2 yrs. Primary LanguageBirth - 3 yrs. Second LanguageBirth - 10 yrs. Math/Logic1 - 4 yrs. Music yrs.

Maslow’s Hierarchy of Needs Self- Actualization Aesthetic Know and Understand Esteem Belonging/Love Safety Physiological

“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” - Ron Edmonds

RESILIENCE FACTORS in CHILDREN Engaging with others Good communication & problem solving skills Able to solicit support from others as needed Faith in their actions for positive outcomes Have affectional ties that encourage trust, autonomy, and initiative Positive role models Reinforced and/or rewarded for competencies Selects and/or constructs environments that support their needs

Shifts in Education Models MASTERY MODEL Collecting, organizing, managing information Memory of isolated facts Routine work Reasoning, analysis, problem solving Choice, creativity, divergent thinking Greater interdependence, collaboration One-size-fits-all instruction Working alone UNDERSTANDING MODEL SELF-EXPRESSIVE MODEL INTERPERSONAL MODEL